Sleeping Fox
The sleeping fox catches no poultry.
Never Found
Lost time is never found again.
Early to Bed
Early to bed and early to rise, makes a man healthy, wealthy and wise.
Be Ashamed
Be ashamed to catch yourself idle.
God Gives
God gives all things to industry.
A Sheep and a Cow
Now I have a sheep and a cow, everybody bids me good morrow.
Great Wants
Women and wine, game and deceit, make the wealth small and the wants great.
A-Borrowing
He that goes a-borrowing goes a-sorrowing.
An Empty Bag
'Tis hard for an empty bag to stand upright!
Borrower is Slave
The borrower is slave to the lender and the debtor to the creditor.
Wednesday, September 30, 2009
Silence Dogood #6 and #12
“Let me introduce myself. I have a natural aversion to tyranny, and any trampling of the rights of any of my neighbors makes my blood boil exceedingly.”
June 11, 1722 •
Quem Dies videt veniens Superbum, Hunc Dies vidit fugiens jacentem. Seneca.
To the Author of the New-England Courant. [No. VI.
Sir,
Among the many reigning Vices of the Town which may at any Time come under my Consideration and Reprehension, there is none which I am more inclin'd to expose than that of Pride. It is acknowledg'd by all to be a Vice the most hateful to God and Man. Even those who nourish it in themselves, hate to see it in others. The proud Man aspires after Nothing less than an unlimited Superiority over his Fellow-Creatures. He has made himself a King in Soliloquy; fancies himself conquering the World; and the Inhabitants thereof consulting on proper Methods to acknowledge his Merit. I speak it to my Shame, I my self was a Queen from the Fourteenth to the Eighteenth Year of my Age, and govern'd the World all the Time of my being govern'd by my Master. But this speculative Pride may be the Subject of another Letter: I shall at present confine my Thoughts to what we call Pride of Apparel. This Sort of Pride has been growing upon us ever since we parted with our Homespun Cloaths for Fourteen Penny Stuffs, &c. And the Pride of Apparel has begot and nourish'd in us a Pride of Heart, which portends the Ruin of Church and State. Pride goeth before Destruction, and a haughty Spirit before a Fall: And I remember my late Reverend Husband would often say upon this Text, That a Fall was the natural Consequence, as well as Punishment of Pride. Daily Experience is sufficient to evince the Truth of this Observation. Persons of small Fortune under the Dominion of this Vice, seldom consider their Inability to maintain themselves in it, but strive to imitate their Superiors in Estate, or Equals in Folly, until one Misfortune comes upon the Neck of another, and every Step they take is a Step backwards. By striving to appear rich they become really poor, and deprive themselves of that Pity and Charity which is due to the humble poor Man, who is made so more immediately by Providence.
This Pride of Apparel will appear the more foolish, if we consider, that those airy Mortals, who have no other Way of making themselves considerable but by gorgeous Apparel, draw after them Crowds of Imitators, who hate each other while they endeavour after a Similitude of Manners. They destroy by Example, and envy one another's Destruction.
I cannot dismiss this Subject without some Observations on a particular Fashion now reigning among my own Sex, the most immodest and inconvenient of any the Art of Woman has invented, namely, that of Hoop-Petticoats. By these they are incommoded in their General and Particular Calling, and therefore they cannot answer the Ends of either necessary or ornamental Apparel. These monstrous topsy-turvy Mortar-Pieces, are neither fit for the Church, the Hall, or the Kitchen; and if a Number of them were well mounted on Noddles-Island, they would look more like Engines of War for bombarding the Town, than Ornaments of the Fair Sex. An honest Neighbour of mine, happening to be in Town some time since on a publick Day, inform'd me, that he saw four Gentlewomen with their Hoops half mounted in a Balcony, as they withdrew to the Wall, to the great Terror of the Militia, who (he thinks) might attribute their irregular Volleys to the formidable Appearance of the Ladies Petticoats.
I assure you, Sir, I have but little Hopes of perswading my Sex, by this Letter, utterly to relinquish the extravagant Foolery, and Indication of Immodesty, in this monstrous Garb of their's; but I would at least desire them to lessen the Circumference of their Hoops, and leave it with them to consider, Whether they, who pay no Rates or Taxes, ought to take up more Room in the King's High-Way, than the Men, who yearly contribute to the Support of the Government. I am, Sir, Your Humble Servant,
SILENCE DOGOOD.
September 10, 1722 • Silence Dogood #12
Quod est in cordi sobrii, est in ore ebrii.
To the Author of the New-England Courant. [No. XII.
Sir,
It is no unprofitable tho' unpleasant Pursuit, diligently to inspect and consider the Manners and Conversation of Men, who, insensible of the greatest Enjoyments of humane Life, abandon themselves to Vice from a false Notion of Pleasure and good Fellowship. A true and natural Representation of any Enormity, is often the best Argument against it and Means of removing it, when the most severe Reprehensions alone, are found ineffectual.
I would in this letter improve the little Observation I have made on the Vice of Drunkeness, the better to reclaim the good Fellows who usually pay the Devotions of the Evening to Bacchus.
I doubt not but moderate Drinking has been improv'd for the Diffusion of Knowledge among the ingenious Part of Mankind, who want the Talent of a ready Utterance, in order to discover the Conceptions of their Minds in an entertaining and intelligible Manner. 'Tis true, drinking does not improve our Faculties, but it enables us to use them; and therefore I conclude, that much Study and Experience, and a little Liquor, are of absolute Necessity for some Tempers, in order to make them accomplish'd Orators. Dic. Ponder discovers an excellent Judgment when he is inspir'd with a Glass or two of Claret, but he passes for a Fool among those of small Observation, who never saw him the better for Drink. And here it will not be improper to observe, That the moderate Use of Liquor, and a well plac'd and well regulated Anger, often produce this same Effect; and some who cannot ordinarily talk but in broken Sentences and false Grammar, do in the Heat of Passion express themselves with as much Eloquence as Warmth. Hence it is that my own Sex are generally the most eloquent, because the most passionate. "It has been said in the Praise of some Men, (says an ingenious Author,) that they could talk whole Hours together upon any thing; but it must be owned to the Honour of the other Sex, that there are many among them who can talk whole Hours together upon Nothing. I have known a Woman branch out into a long extempore Dissertation on the Edging of a Petticoat, and chide her Servant for breaking a China Cup, in all the Figures of Rhetorick."
Monday, September 28, 2009
Mid-Century Challenges to British Authority
I. Great Awakening and American Enlightenment
II. French and Indian War
III. Economic Shift
IV. Land Conflicts
A. Susquehannah Company
(Pennamite Wars)
B. Paxton Boys
C. South Carolina Regulators
D. North Carolina Regulators
E. The Boston Fire of 1860
V. Significance
II. French and Indian War
III. Economic Shift
IV. Land Conflicts
A. Susquehannah Company
(Pennamite Wars)
B. Paxton Boys
C. South Carolina Regulators
D. North Carolina Regulators
E. The Boston Fire of 1860
V. Significance
Wednesday, September 23, 2009
LAWS REGARDING SLAVERY IN THE 17TH CENTURY
September 17th, 1630.
Hugh Davis to be soundly whipped, before an assembly of Negroes and others for abusing himself to the dishonor of God and shame of Christians, by defiling his body in lying with a negro; which fault he is to acknowledge next Sabbath day.
December 1662-ACT XII. Negro women children to serve according to the condition of the mother.
WHEREAS some doubts have arrisen whether children got by any Englishman upon a negro woman should be slave or ffree, Be it therefore enacted and declared by this present grand assembly, that all children borne in this country shalbe held bond or free only according to the condition of the mother, And that if any christian shall commit fornication with a negro man or woman, hee or she so offending shall pay double the fines imposed by the former act.
December 1662-ACT XII. Negro womens children to serve according to the condition of the mother.
[As of December 1662, the child of an enslaved mother was also a slave for life. The statute was a dramatic departure from the English tradition in which a
child received his or her status from his or her father. Members of the General Assembly also hoped that an increased fine would discourage white men and
women from having sexual partners who were African or of African descent.]
April 1699-ACT VI. An act for the punishment of slaves for the first and second offence of Hog stealing.
Be it therefore enacted by the Governour, Councell and Burgesses of this present Generall Assembly, and the authority thereof, and it is hereby enacted, That for the first offence of hog stealing commited by a negro or slave he shall be carried before a justice of the peace of the county where the fact was commited before whome being convicted of the said offence by one evidence or by his owne confession he shall by order of the said justice receive on his bare back thirty nine
lashes well laid on, and for the second offence such negro or slave upon conviction before a court of record shall stand two hours in the pillory and have both his eares nailed thereto and at the expiration of the said two hours have his ears cutt off close by the nailes, any thing in the aforesaid act or in any other law to the
contrary in any wise notwithstanding.
Hugh Davis to be soundly whipped, before an assembly of Negroes and others for abusing himself to the dishonor of God and shame of Christians, by defiling his body in lying with a negro; which fault he is to acknowledge next Sabbath day.
December 1662-ACT XII. Negro women children to serve according to the condition of the mother.
WHEREAS some doubts have arrisen whether children got by any Englishman upon a negro woman should be slave or ffree, Be it therefore enacted and declared by this present grand assembly, that all children borne in this country shalbe held bond or free only according to the condition of the mother, And that if any christian shall commit fornication with a negro man or woman, hee or she so offending shall pay double the fines imposed by the former act.
December 1662-ACT XII. Negro womens children to serve according to the condition of the mother.
[As of December 1662, the child of an enslaved mother was also a slave for life. The statute was a dramatic departure from the English tradition in which a
child received his or her status from his or her father. Members of the General Assembly also hoped that an increased fine would discourage white men and
women from having sexual partners who were African or of African descent.]
April 1699-ACT VI. An act for the punishment of slaves for the first and second offence of Hog stealing.
Be it therefore enacted by the Governour, Councell and Burgesses of this present Generall Assembly, and the authority thereof, and it is hereby enacted, That for the first offence of hog stealing commited by a negro or slave he shall be carried before a justice of the peace of the county where the fact was commited before whome being convicted of the said offence by one evidence or by his owne confession he shall by order of the said justice receive on his bare back thirty nine
lashes well laid on, and for the second offence such negro or slave upon conviction before a court of record shall stand two hours in the pillory and have both his eares nailed thereto and at the expiration of the said two hours have his ears cutt off close by the nailes, any thing in the aforesaid act or in any other law to the
contrary in any wise notwithstanding.
COLONIZING THE AMERICAS
I. The Colonizers:
A. Spanish
1519: 11 ships, 600 men, 16
horses, 20 large guns
Montezuma II at Tenochtitlan
Quetzalcoatl (Meso-American Deity)
B. French: (mainly Jesuit priests)
Giovanni da Verazzano: 1524
French priest: "It is you women who are the cause of all our misfortunes... it is you who keep the demons among us. You are lazy about going to prayers; when you pass before the cross you never salute it; you wish to be independent. Now, know that you will obey your husbands."
Quebec: 1608
C. The Dutch:1609-1644:
Hudson River Valley
Peter Stuyvesant
New Amsterdam: 1624
Dutch West India Company
D. The English:
Why colonize?
Religious Reasons
Social Reasons
Economic Reasons
1. Virginia: 1607
2. Pilgrims: Plymouth, 1620
Mayflower Compact: Why is this considered the first
document that establishes American democracy?
IN THE NAME OF GOD, AMEN. We whose names are underwritten, the loyal subjects of our dread sovereign Lord, King James, by the grace of God, of Great Britain, France and Ireland, King, Defender of the Faith, etc.
Having undertaken, for the glory of God, and advancement of the Christian faith and honor of our King and Country, a voyage to plant the first colony in the northern parts of Virginia, do by these presents, solemnly and mutually in the presence of God, and of one another, covenant and combine ourselves together into a civil body politic, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute and frame such just and equal laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most meet and convenient for the general good of the Colony: unto which we promise all due submission and obedience.
IN WITNESS WHEREOF we have hereunder subscribed our names at Cape Cod, the 11 of November, the year of the reign of our sovereign Lord James; of England, France and Ireland the eighteenth, and of Scotland the fifty-fourth. Ano Dom. 1620.
Based on this evidence, what was life like in colonial New England?
3. The Puritans: Piety for N.E. Puritans
Heresy:
Roger Williams
--complete separation of church and state
--1635=banished
Anne Hutchinson
--“you have rather
been a husband than a wife.”
--1638: banished
--1642=killed
3. Danger in N.E.--Witchcraft
Magic in Puritan society
A. Spanish
1519: 11 ships, 600 men, 16
horses, 20 large guns
Montezuma II at Tenochtitlan
Quetzalcoatl (Meso-American Deity)
B. French: (mainly Jesuit priests)
Giovanni da Verazzano: 1524
French priest: "It is you women who are the cause of all our misfortunes... it is you who keep the demons among us. You are lazy about going to prayers; when you pass before the cross you never salute it; you wish to be independent. Now, know that you will obey your husbands."
Quebec: 1608
C. The Dutch:1609-1644:
Hudson River Valley
Peter Stuyvesant
New Amsterdam: 1624
Dutch West India Company
D. The English:
Why colonize?
Religious Reasons
Social Reasons
Economic Reasons
1. Virginia: 1607
2. Pilgrims: Plymouth, 1620
Mayflower Compact: Why is this considered the first
document that establishes American democracy?
IN THE NAME OF GOD, AMEN. We whose names are underwritten, the loyal subjects of our dread sovereign Lord, King James, by the grace of God, of Great Britain, France and Ireland, King, Defender of the Faith, etc.
Having undertaken, for the glory of God, and advancement of the Christian faith and honor of our King and Country, a voyage to plant the first colony in the northern parts of Virginia, do by these presents, solemnly and mutually in the presence of God, and of one another, covenant and combine ourselves together into a civil body politic, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute and frame such just and equal laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most meet and convenient for the general good of the Colony: unto which we promise all due submission and obedience.
IN WITNESS WHEREOF we have hereunder subscribed our names at Cape Cod, the 11 of November, the year of the reign of our sovereign Lord James; of England, France and Ireland the eighteenth, and of Scotland the fifty-fourth. Ano Dom. 1620.
Based on this evidence, what was life like in colonial New England?
3. The Puritans: Piety for N.E. Puritans
Heresy:
Roger Williams
--complete separation of church and state
--1635=banished
Anne Hutchinson
--“you have rather
been a husband than a wife.”
--1638: banished
--1642=killed
3. Danger in N.E.--Witchcraft
Magic in Puritan society
Monday, September 21, 2009
DOCUMENTS: COLONIAL EPITAPHS
In Memory ofMr JOHN GOODSPEEDWho departed thisLife Aug ye 28 1786in ye 66th yearof his Age. Mark traveller this humble stone'Tis death's kind warning to prepareThou too must hasten to the tombAnd mingle with corruption there
In memory ofFreeman Kingman Son ofSimeon Kingman& Rebecca his wifewho was drowned Jan 14 1793in the 12th yearof his age. Also in memory oftheir infant daughterwho died Oct 13 1791
In Memory ofMrs Abigail SturgisRelict ofSam'l Sturgis Esq'rof Barnstable whowho died February 9 1795in the 63 Yearof her Age
Philander ShawSon ofthe Rev Philander Shaw& Mrs Lucy his wifedied Jan'y 27th 1800aged 7 weeksfootstonePhilander Shaw
In Memory ofPrince Son to Mr John& Mrs Mary Bodfishhe died Oct'r 4 1793in ye 3 year of his age. Come now behold and shed a tearTo see a first born slainWho liv'd and died in innocenceAnd turned to dust again
Here lies Ye Body ofABIGAIL WINSLOW LEWISDaug'r of Mr WINSLOW& Mrs MARY LEWISdied June 30th 1767Aged 12 Years
Here lies the Body ofMrs ABIGAIL ADAMSthe amiable Consort ofDr SAMUEL ADAMSwho died in ChildbedJuly 8th 1774in the 24th Yearof her Age
Here lie the Remains ofRev Mr JOHN AVERYWho Departed this Life ye23d of April 1754 in the69th Year of His Age and44th of His Ministry and the First Pastor Ordained inthis Place.
In this dark cavern, in this lonesome GraveHere lies the honest, pious, virtuous FriendHim, Kind Heav'n to us priest and doctor gaveAs such he lived, as such we mourn his end
Here are deposited the Remains ofMr BENJAMIN BANGSwho departed this LifeOctober 31st Anno Domini 1769Aged 48 Years and 4 Months. Some hearty friend shall drop his tearOn my dry Bones and say"These once were strong as mine appearAnd mine must be as they"
Thus shall our moulding Members teachWhat now our Senses learnFor Dust and Ashes loudest preachMan's infinite Concern
In Memory ofCapt SOLOMON BANGSwho died Jan'y 19th1797Aged 68 Years
EDMOND FREEMANBORN IN ENGLAND 1590DIED IN SANDWICH 1682. A FOUNDEROF THETOWN OF SANDWICHIN 1637. ASSISTANT TOGOVERNOR BRADFORD1640 - 1647
HERE LYES BURIEDTHE BODY OF MrsRUTH CHIPMANAGED 71 YEARSDIED OCTOBER Ye 4th1713. Blessed are ye DeadThat die in the Lord
Here lieth Jesseye Son of MerinaNegro Servantto Melatiah BourneEsq died Septye 17 1737 Aged2 Years and 6 Mo
HERE LYETH Ye BODYOF SHEARJASHUB BOURNESQ'R WHO DEPARTED THISLIFE MARCH Ye 7th 1718/19IN THE 76 YEAR OF HIS AGE HE WAS A VIRTUOUS RIGHTEOUS & MERCIFUL MANAND A GREAT FRIEND TO Ye INDIANS.PRECIOUS IN Ye SIGHT OF Ye
LORDIS Ye DEATH OF THIS SAINT
In memory ofFreeman Kingman Son ofSimeon Kingman& Rebecca his wifewho was drowned Jan 14 1793in the 12th yearof his age. Also in memory oftheir infant daughterwho died Oct 13 1791
In Memory ofMrs Abigail SturgisRelict ofSam'l Sturgis Esq'rof Barnstable whowho died February 9 1795in the 63 Yearof her Age
Philander ShawSon ofthe Rev Philander Shaw& Mrs Lucy his wifedied Jan'y 27th 1800aged 7 weeksfootstonePhilander Shaw
In Memory ofPrince Son to Mr John& Mrs Mary Bodfishhe died Oct'r 4 1793in ye 3 year of his age. Come now behold and shed a tearTo see a first born slainWho liv'd and died in innocenceAnd turned to dust again
Here lies Ye Body ofABIGAIL WINSLOW LEWISDaug'r of Mr WINSLOW& Mrs MARY LEWISdied June 30th 1767Aged 12 Years
Here lies the Body ofMrs ABIGAIL ADAMSthe amiable Consort ofDr SAMUEL ADAMSwho died in ChildbedJuly 8th 1774in the 24th Yearof her Age
Here lie the Remains ofRev Mr JOHN AVERYWho Departed this Life ye23d of April 1754 in the69th Year of His Age and44th of His Ministry and the First Pastor Ordained inthis Place.
In this dark cavern, in this lonesome GraveHere lies the honest, pious, virtuous FriendHim, Kind Heav'n to us priest and doctor gaveAs such he lived, as such we mourn his end
Here are deposited the Remains ofMr BENJAMIN BANGSwho departed this LifeOctober 31st Anno Domini 1769Aged 48 Years and 4 Months. Some hearty friend shall drop his tearOn my dry Bones and say"These once were strong as mine appearAnd mine must be as they"
Thus shall our moulding Members teachWhat now our Senses learnFor Dust and Ashes loudest preachMan's infinite Concern
In Memory ofCapt SOLOMON BANGSwho died Jan'y 19th1797Aged 68 Years
EDMOND FREEMANBORN IN ENGLAND 1590DIED IN SANDWICH 1682. A FOUNDEROF THETOWN OF SANDWICHIN 1637. ASSISTANT TOGOVERNOR BRADFORD1640 - 1647
HERE LYES BURIEDTHE BODY OF MrsRUTH CHIPMANAGED 71 YEARSDIED OCTOBER Ye 4th1713. Blessed are ye DeadThat die in the Lord
Here lieth Jesseye Son of MerinaNegro Servantto Melatiah BourneEsq died Septye 17 1737 Aged2 Years and 6 Mo
HERE LYETH Ye BODYOF SHEARJASHUB BOURNESQ'R WHO DEPARTED THISLIFE MARCH Ye 7th 1718/19IN THE 76 YEAR OF HIS AGE HE WAS A VIRTUOUS RIGHTEOUS & MERCIFUL MANAND A GREAT FRIEND TO Ye INDIANS.PRECIOUS IN Ye SIGHT OF Ye
LORDIS Ye DEATH OF THIS SAINT
Friday, September 18, 2009
JOHNSON READING GUIDE
Paul Johnson, A History of the American People
Reading Requirements:
Remember, this book will provide the larger framework for issues discussed in class. It will also be useful in exam preparation. THIS IS THE RECOMMEND READING PACE FOR THIS BOOK.
9/14 Intro/Pre-Columbian Americas
9/16 “Discovery” and Exploration/Early Colonies/pages 3-28
9/21 Early Colonies/pages 28-61
9/23 Great Awakening/American Enlightenment/pages 80-91
9/28 Mid-Century Challenges/pages 91-117
9/30 Benjamin Franklin/The Autobiography of Benjamin Franklin Due
10/5 Revolutionary War/pages 121-169
10/7 The Constitution/pages 177-210
10/12 Early National Period/pages 211-233
10/14 MIDTERM EXAM: Bring a Blue Book/Assign Celia Essay
10/19 FURLOUGH DAY/pages 235-250
10/21 War of 1812 to 1820/Early Industrialism/pages 365-371
10/26 The World of Andrew Jackson/pages 329-349
10/28 Cherokee Removal Debate
11/2 “Secret Life of a Developing Country”
11/4 “Cycles of Distrust”—Sectionalism/Celia Reading Due
11/9 War with Mexico and other Western Issues/Celia Essay Due
11/11 Campus Closed: Veteran’s Day
11/16 Civil War/Gettysburg Address/LAST DAY OF CLASS/pages 433-449
11/20 Last Day of Class
Reading Requirements:
Remember, this book will provide the larger framework for issues discussed in class. It will also be useful in exam preparation. THIS IS THE RECOMMEND READING PACE FOR THIS BOOK.
9/14 Intro/Pre-Columbian Americas
9/16 “Discovery” and Exploration/Early Colonies/pages 3-28
9/21 Early Colonies/pages 28-61
9/23 Great Awakening/American Enlightenment/pages 80-91
9/28 Mid-Century Challenges/pages 91-117
9/30 Benjamin Franklin/The Autobiography of Benjamin Franklin Due
10/5 Revolutionary War/pages 121-169
10/7 The Constitution/pages 177-210
10/12 Early National Period/pages 211-233
10/14 MIDTERM EXAM: Bring a Blue Book/Assign Celia Essay
10/19 FURLOUGH DAY/pages 235-250
10/21 War of 1812 to 1820/Early Industrialism/pages 365-371
10/26 The World of Andrew Jackson/pages 329-349
10/28 Cherokee Removal Debate
11/2 “Secret Life of a Developing Country”
11/4 “Cycles of Distrust”—Sectionalism/Celia Reading Due
11/9 War with Mexico and other Western Issues/Celia Essay Due
11/11 Campus Closed: Veteran’s Day
11/16 Civil War/Gettysburg Address/LAST DAY OF CLASS/pages 433-449
11/20 Last Day of Class
Wednesday, September 16, 2009
Reading Guide for The Autobiography of Benjamin Franklin
You will not turn these questions in, but will should guide your reading and aid your understanding of this book. The more specific page numbers you use, the better our discussion will be.
1. Describe the tone of this autobiography. Point to examples of Franklin’s tone sounding arrogant. Point to examples of Franklin’s humility.
2. How would you describe young Ben's attitude toward education, work, and financial success? Give an example or two to illustrate your answer.
3. In Part 3 of the Autobiography Franklin reflects on the problems encountered when governments are in the hands of people who pursue their own private interests at the expense of the public good. What solution does he advocate? How realistic do you think it is?
4. Give some examples of how Franklin spends his time making society better. Why do you think he does this? What is the purpose of the Junto club?
5. Give some examples of how Franklin spends time trying to improve himself.
6. What was Franklin’s daily life like?
7. Describe Franklin’s religious beliefs. What does the passage about George Whitefield say about Franklin’s view of religion?
8. And finally, do you think he was right in recognizing the tendency of politicians to seek after their own interest at the expense of the public good? Can you cite examples of such behavior in our current state, local, and national government?
9. Can values be taught in schools? Should they be? Is it possible to agree on a single list of “virtues”? Former Secretary of Education and sometime Republican presidential candidate, William Bennett, in his best selling Book of Virtues, suggests that every American school boy and girl should be made to read and study the values contained in this eighteenth-century book. What are those values? Are they still applicable today?
1. Describe the tone of this autobiography. Point to examples of Franklin’s tone sounding arrogant. Point to examples of Franklin’s humility.
2. How would you describe young Ben's attitude toward education, work, and financial success? Give an example or two to illustrate your answer.
3. In Part 3 of the Autobiography Franklin reflects on the problems encountered when governments are in the hands of people who pursue their own private interests at the expense of the public good. What solution does he advocate? How realistic do you think it is?
4. Give some examples of how Franklin spends his time making society better. Why do you think he does this? What is the purpose of the Junto club?
5. Give some examples of how Franklin spends time trying to improve himself.
6. What was Franklin’s daily life like?
7. Describe Franklin’s religious beliefs. What does the passage about George Whitefield say about Franklin’s view of religion?
8. And finally, do you think he was right in recognizing the tendency of politicians to seek after their own interest at the expense of the public good? Can you cite examples of such behavior in our current state, local, and national government?
9. Can values be taught in schools? Should they be? Is it possible to agree on a single list of “virtues”? Former Secretary of Education and sometime Republican presidential candidate, William Bennett, in his best selling Book of Virtues, suggests that every American school boy and girl should be made to read and study the values contained in this eighteenth-century book. What are those values? Are they still applicable today?
Walter Isaacson on Franklin
Historian Walter Isaacson tells us that Franklin, "had faith in the wisdom of the common man and felt that a new nation would draw its strength from what he called 'the middling people.'"
"The essence of Franklin is that he was a civic-minded man. He cared more about public behavior than inner piety, and he was more interested in building the City of Man than the City of God."
(Benjamin Franklin, An American Life)
“Discovery” and Settlement
I. The Colonizers:
A. French: (mainly Jesuit priests)
Giovanni da Verazzano: 1524
French priest: "It is you women who are the cause of all our misfortunes... it is you who keep the demons among us. You are lazy about going to prayers; when you pass before the cross you never salute it; you wish to be independent. Now, know that you will obey your husbands."
Quebec: 1608
B. The Dutch:1609-1644:
Hudson River Valley
Peter Stuyvesant
New Amsterdam: 1624
Dutch West India Company
C. The English:
Why colonize?
Religious Reasons
Social Reasons
Economic Reasons
1. Pilgrims: Plymouth, 1620
Mayflower Compact: Why is this considered the first
document that establishes American democracy?
IN THE NAME OF GOD, AMEN. We whose names are underwritten, the loyal subjects of our dread sovereign Lord, King James, by the grace of God, of Great Britain, France and Ireland, King, Defender of the Faith, etc.
Having undertaken, for the glory of God, and advancement of the Christian faith and honor of our King and Country, a voyage to plant the first colony in the northern parts of Virginia, do by these presents, solemnly and mutually in the presence of God, and of one another, covenant and combine ourselves together into a civil body politic, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute and frame such just and equal laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most meet and convenient for the general good of the Colony: unto which we promise all due submission and obedience.
IN WITNESS WHEREOF we have hereunder subscribed our names at Cape Cod, the 11 of November, the year of the reign of our sovereign Lord James; of England, France and Ireland the eighteenth, and of Scotland the fifty-fourth. Ano Dom. 1620.
Based on this evidence, what was life like in colonial New England?
2. The Puritans
a. Religious Life:
Puritan Theology
Heresy:
Roger Williams
--complete separation of church and state
--1635=banished
Anne Hutchinson
--“you have rather
been a husband than a wife.”
--1638: banished
--1642=killed
3. Danger in N.E.--Witchcraft
Magic in Puritan society
A. French: (mainly Jesuit priests)
Giovanni da Verazzano: 1524
French priest: "It is you women who are the cause of all our misfortunes... it is you who keep the demons among us. You are lazy about going to prayers; when you pass before the cross you never salute it; you wish to be independent. Now, know that you will obey your husbands."
Quebec: 1608
B. The Dutch:1609-1644:
Hudson River Valley
Peter Stuyvesant
New Amsterdam: 1624
Dutch West India Company
C. The English:
Why colonize?
Religious Reasons
Social Reasons
Economic Reasons
1. Pilgrims: Plymouth, 1620
Mayflower Compact: Why is this considered the first
document that establishes American democracy?
IN THE NAME OF GOD, AMEN. We whose names are underwritten, the loyal subjects of our dread sovereign Lord, King James, by the grace of God, of Great Britain, France and Ireland, King, Defender of the Faith, etc.
Having undertaken, for the glory of God, and advancement of the Christian faith and honor of our King and Country, a voyage to plant the first colony in the northern parts of Virginia, do by these presents, solemnly and mutually in the presence of God, and of one another, covenant and combine ourselves together into a civil body politic, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute and frame such just and equal laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most meet and convenient for the general good of the Colony: unto which we promise all due submission and obedience.
IN WITNESS WHEREOF we have hereunder subscribed our names at Cape Cod, the 11 of November, the year of the reign of our sovereign Lord James; of England, France and Ireland the eighteenth, and of Scotland the fifty-fourth. Ano Dom. 1620.
Based on this evidence, what was life like in colonial New England?
2. The Puritans
a. Religious Life:
Puritan Theology
Heresy:
Roger Williams
--complete separation of church and state
--1635=banished
Anne Hutchinson
--“you have rather
been a husband than a wife.”
--1638: banished
--1642=killed
3. Danger in N.E.--Witchcraft
Magic in Puritan society
Monday, September 14, 2009
Homework due wednesday:
I read and understand all of the policies of the syllabus and composition standards.
Signed ___________________________
Signed ___________________________
Wednesday, September 9, 2009
COURSE SYLLABUS AND DAILY SCHEDULE
COURSE SYLLABUS
History 231—MW 5:30-7:25
Fall 2009
Section 003 CRN 80595
MUSIC 114
Office: Faculty Towers 201A
Instructor: Dr. Schmoll
Office Hours: Monday: 11-12:15
Wednesday: 10:30-12:20 and 4-5
Friday: 11-12:15
…OR MAKE AN APPOINTMENT!!!
Email: bschmoll@csub.edu
Office Phone: 654-6549
Course Description:
The colonial foundations; political, economic, social and cultural developments in the emerging United States; the early agrarian republic; the Civil War.
Required Reading:
1. Paul Johnson, A History of the American People
2. Malcolm Mclaurin, Celia, A Slave
3. Benjamin Franklin, The Autobiography of Benjamin Franklin
4. Weekly blog readings: Each week you will have both primary and secondary sources to read on the blog.
Grading Scale:
Participation: 10%
Indian Removal Debate: 10%
The Essay: 20%
Midterm Exam: 30%
Final Exam: 30%
The Blog: If you have questions or comments about this class, or if you want to see the course reader or the syllabus online, just go to http://schmollhistory231fall2009.blogspot.com/
You need to sign in to this blog this week.
You will also have short readings on the blog. I will announce these in class.
Attendance:
Just to be clear, to succeed on tests and papers you really should be in class. That’s just common sense, right? To pass this class, you may not miss more than two classes. If you miss that third class meeting, you are missing too much of the quarter. You cannot do that and pass.
Furthermore, with the furlough in place, we already have to miss a certain number of classes.
So, here’s what we do. Do your best to not miss any class unnecessarily. Let’s say your boyfriend, girlfriend, husband, or wife calls and wants to take you to Tahiti this weekend, but you won’t be back until late Tuesday night. Here’s what you say: “Honey, I love you, but Dr. Schmoll seems to value my education more than you do, so we are breaking up.” Ok, that may be harsh, so don’t do that, but just make sure that you do not miss any class until the 8th week. What I’ve found is that it seems inevitable that those who miss two classes early for pathetic reasons like doctor’s appointments that should have been more carefully scheduled get to the 8th week and then have to miss for a legitimate reason (like a surprise meeting at work, a sick child to take care of, or a flat tire). If you get to that 8th week and then have to miss your third class, it’ll be bad. By that point, I’ll be kind, compassionate, a real shoulder to cry on, if you want, when telling you that you’ve now failed the course. Now, if you make it to the 8th or 9th week and you have not missed those two classes, then you have some wiggle room, so that if, heaven forbid, your cat Poopsie gets pneumonia and you have to sit up all night bottle-feeding her liquid antibiotics, you and I don’t have to have that ugly conversation where I tell you that Poopsie gets blamed for you failing the course. Let’s put this another way; do you like movies? No way, me too! When you go to the movies do you usually get up and walk around the theatre for 10-15% of the movie? Let’s say you do decide to do that, out of a love of popcorn and movie posters, perhaps. If you did that, would you expect to understand the whole story? Okay, maybe if you are watching Harold and Kumar, but for anything else, you’ll be lost. So, please, get to class.
Being Prompt:
Get to class on time. Why does that matter? First, it sends the wrong message to your principal grader (that’s me). As much as we in the humanities would like you to believe that these courses are objective (at what time of day did the Battle of the Marne begin?), that is not entirely the case. If you send your principal grader the message that you don’t mind missing the first few minutes and disturbing others in the class, don’t expect to be given the benefit of the doubt when the tests and papers roll around. Does that sound mean? It’s not meant to, but just remember, your actions send signals. Being late also means that someone who already has everything out and is ready and is involved in the discussion has to stop, move everything over, get out of the chair to let you by, pick up the pencil you drop, let you borrow paper, run to the bathroom because you spilled the coffee, and so on. It’s rude. There’s an old saying: better two hours early than two minutes late. Old sayings are good.
So, what are the consequences of persistent tardiness? What do you think they should be? Remember that 10% participation? You are eligible for that grade if you are on time. Get here on time. And no, I’m not the jackass who watches for you to be late that one time and stands at the door and points in your face. If you are late a few (that means three)times, you will lose the entire 10% participation grade. One time tardiness is not a problem precisely because it is not persistent. It’s an accident; maybe Poopsie turned off your alarm.
The Unforgivable Curse:
Speaking of one time issues, there is something that is so severe, so awful, that if it happens one time, just one time, no warning, no “oh hey I noticed this and if you could stop it that’d be super,” you will automatically lose all 10 percent of the Participation grade. Any guesses? C’mon, you must have some idea. No, it’s not your telephone ringing. If that happens, it’ll just be slightly funny and we’ll move on. It’s a mistake and not intentional, and the increased heart rate and extra sweat on your brow from you diving headfirst into an overstuffed book bag to find a buried phone that is now playing that new Cristina Aguilera ringtone is punishment enough for you. So, what is it, this unforgivable crime? Texting. If you take out your phone one time to send or receive messages you will automatically lose 10% of your course grade. That means, if you receive a final grade of 85%, it will drop to 75%. If you receive a final grade of 75%, it will become a 65%. Why is that? The phone ringing is an accident. Texting is on purpose and is rude. It, in fact, is beyond rude. It wreaks of the worst of our current society. It bespeaks the absolutely vile desire we all have to never separate from our technological tether for even a moment. It sends your fellow classmates and your teacher the signal that you have better things to do. Checking your phone during class is like listening to a friend’s story and right in the middle turning away and talking to someone else. Plus, the way our brains work, you need to fully immerse yourself, to tune your brain into an optimal, flowing machine (see Mihaly Csikszentmihalyi’s incredible book Flow) that can grasp and can let itself go. Students now tend to see school as a stopover on their way to a career. Brothers and sisters, that’s deadly! I wish that I could pay for you all to quit your jobs and just focus on the mind. I can’t yet do that, but if I could I would, because it’d be worth every penny. Devoting time to the mind and to thinking deeply about your world will change who you are and how you approach your future, your family, your job, and your everything. Is that overstated? I believe it to be true. So, until my stock choices really take off so that I can pay all of your bills, promise me one thing. When you are in class or preparing for class, you have to be fully here. Oh crap, now it’s going to sound like a hippy professor from the 1960s: “I mean, like, be here man, just be here.” Maybe the hippies were on to something. Devote yourself fully to your classes by unplugging from the outside world for awhile.
Class Climate:
No, I don’t mean whether it’s going to rain in here or not. Sometimes I’ll lecture at you, but even then, your participation is vital. How can you participate when someone is lecturing? Any ideas? Turn to a neighbor and tell them the story of your first day at school in kindergarten. Now, if you are the one listening to the story, right in the middle look away, look at your watch, sneer at them, roll your eyes, yawn, wave to someone across the room, nudge a person next to you and tell them a joke, all while the other person is telling about his or her first day of kindergarten. If this happens in social setting we call it rude, and we call the people who listen in that way jackasses. They are not our friends precisely because we deeply value listening and do not put up with those who do not listen well. Right? So, there will be lecturing, and if you abhor what we are doing, then fake it. I used to do that sometimes too: “oh no, professor, I love hearing you talk about President Reagan’s policies of supply side economics.” If we listen to psychologists, by faking interest you’ll be learning much more than if you show your disinterest. The next time you are sad force yourself to smile and you’ll see what I mean. So, sometimes there will be lecture. At other times there will be discussion of short readings that we do in class. During these times, it’s crucial that you do the silly little exercises: turn to a neighbor; find someone you don’t know and discuss this or that; explain to your friend what we just went over in lecture; pick something from the reading to disagree with; find two people on the other side of the room; throw cash at your professor…ok, maybe not that last one. This class is a bit unique in that it violates the normally accepted activity systems of college history classrooms. What we do in discussion will help solidify the concepts of each section of this course in your brain. If you are active in class, you will have to study less, and you’ll find yourself remembering much more.
Reading:
How many of you love reading? I did not read a book until I was 18, so if you have not yet started your journey on this ever widening path, it’s never too late. In any course, there’s no substitute for reading. Theorist Jim Moffett says that “all real writing happens from plentitude,” meaning that you can only really write well about someone once you know about it. Reading is one way to know—not the only, by any means! I want you to have experiences with great texts. I can show you voluminous research proving why you nee to read more, but then if I assign a stupid, long, expensive textbook you probably will end up not reading, or only reading to have the reading done, something we have all done, right? The economy now requires much higher literacy rates (see The World is Flat), and even though reading levels have not gone down in the last 40 years, it is crucial that you start to push your own reading so that your own literacy level goes up. For these ten weeks, diving wholeheartedly into the course reading is vital. Remember to read in a particular way. As reading expert and UCSB professor Sheridan Blau has argued, “reading is as much a process of text production as writing is.” Reading involves revision? Does that sound silly? As you read, think about the different ways that you understand what you read. Most importantly, when you read, think about the words of E.D. Hirsch, who says that we look at what a text says (reading), what it means (interpretation), and why it matters (criticism). Hey, but if you are in a history course, aren’t you supposed to be reading for exactly the number of miles of trenches that were dug in World War One, how many railroad workers died from 1890 to 1917, or what the causes of the Great Depression were? Anyway, the answer is yes and no. There are two types of reading that you’ll do in college. As the literary goddess theorist Louise Rosenblatt explains, there is aesthetic reading, where you are reading to have an experience with the text, and there is efferent reading, where you are reading to take away information from the text. You do both types all the time. Think about a phone book. You have probably never heard someone say of a phone book, “don’t tell me about it, I want to read it for myself.” Reading a phone book is purely efferent. In this course you will practice both types of reading. I have chosen texts that you can enjoy (aesthetic) and that you can learn from(efferent). I want to see and appreciate the detail in our reading, but in this course I’ll give you that detail in class lectures. In the reading, it’s much more important that you read texts that will live with you forever and to inspire you to think more thoroughly about your world. As you read, you should be working hard to create meaning for yourself. As Rosenblatt asserts, “taking someone else’s interpretation as your own is like having someone else eat your dinner for you.” Please, don’t let the numbskulls as wikipedia or sparknotes eat your dinner for you.
Participation: You do not need to be the person who speaks out the most, asks the most questions, or comes up with the most brilliant historical arguments to receive credit in participation. If you are in class and on time, discuss the issues that we raise, avoid the temptation to nod off, to leave early, or to text people during class (the three easiest ways to lose credit), and in general act like you care, then you will receive a good participation grade!
Academic Honesty
You are responsible for knowing all college policies about academic honesty. Any student who plagiarizes any part of his or her papers may receive an “F” in the course and a letter to the Dean.
Course Schedule:
9/14 Intro/Pre-Columbian Americas
9/16 “Discovery” and Exploration/Early Colonies
9/21 Early Colonies
9/23 Great Awakening/American Enlightenment
9/28 Mid-Century Challenges
9/30 Benjamin Franklin/The Autobiography of Benjamin Franklin Due
10/5 Revolutionary War
10/7 The Constitution
10/12 Early National Period
10/14 MIDTERM EXAM: Bring a Blue Book/Assign Celia Essay
10/19 FURLOUGH DAY
10/21 War of 1812 to 1820/Early Industrialism
10/26 The World of Andrew Jackson/Cherokee Removal Debate Prep
10/28 Cherokee Removal Debate
11/2 “Secret Life of a Developing Country”
11/4 “Cycles of Distrust”—Sectionalism/Celia Reading Due
11/9 War with Mexico and other Western Issues/Celia Essay Due
11/11 Campus Closed: Veteran’s Day
11/16 Civil War/Gettysburg Address/LAST DAY OF CLASS
11/20 Last Day of Class
FINAL EXAM: Monday, Nov. 23, 8-10:30pm
REMEMBER, although this syllabus is the “law” of the class, I reserve the right to change it at any time to suit the particular needs of our class. If I must do so, it will always be in your best interest, and I’ll always advise you as soon as possible.
History 231—MW 5:30-7:25
Fall 2009
Section 003 CRN 80595
MUSIC 114
Office: Faculty Towers 201A
Instructor: Dr. Schmoll
Office Hours: Monday: 11-12:15
Wednesday: 10:30-12:20 and 4-5
Friday: 11-12:15
…OR MAKE AN APPOINTMENT!!!
Email: bschmoll@csub.edu
Office Phone: 654-6549
Course Description:
The colonial foundations; political, economic, social and cultural developments in the emerging United States; the early agrarian republic; the Civil War.
Required Reading:
1. Paul Johnson, A History of the American People
2. Malcolm Mclaurin, Celia, A Slave
3. Benjamin Franklin, The Autobiography of Benjamin Franklin
4. Weekly blog readings: Each week you will have both primary and secondary sources to read on the blog.
Grading Scale:
Participation: 10%
Indian Removal Debate: 10%
The Essay: 20%
Midterm Exam: 30%
Final Exam: 30%
The Blog: If you have questions or comments about this class, or if you want to see the course reader or the syllabus online, just go to http://schmollhistory231fall2009.blogspot.com/
You need to sign in to this blog this week.
You will also have short readings on the blog. I will announce these in class.
Attendance:
Just to be clear, to succeed on tests and papers you really should be in class. That’s just common sense, right? To pass this class, you may not miss more than two classes. If you miss that third class meeting, you are missing too much of the quarter. You cannot do that and pass.
Furthermore, with the furlough in place, we already have to miss a certain number of classes.
So, here’s what we do. Do your best to not miss any class unnecessarily. Let’s say your boyfriend, girlfriend, husband, or wife calls and wants to take you to Tahiti this weekend, but you won’t be back until late Tuesday night. Here’s what you say: “Honey, I love you, but Dr. Schmoll seems to value my education more than you do, so we are breaking up.” Ok, that may be harsh, so don’t do that, but just make sure that you do not miss any class until the 8th week. What I’ve found is that it seems inevitable that those who miss two classes early for pathetic reasons like doctor’s appointments that should have been more carefully scheduled get to the 8th week and then have to miss for a legitimate reason (like a surprise meeting at work, a sick child to take care of, or a flat tire). If you get to that 8th week and then have to miss your third class, it’ll be bad. By that point, I’ll be kind, compassionate, a real shoulder to cry on, if you want, when telling you that you’ve now failed the course. Now, if you make it to the 8th or 9th week and you have not missed those two classes, then you have some wiggle room, so that if, heaven forbid, your cat Poopsie gets pneumonia and you have to sit up all night bottle-feeding her liquid antibiotics, you and I don’t have to have that ugly conversation where I tell you that Poopsie gets blamed for you failing the course. Let’s put this another way; do you like movies? No way, me too! When you go to the movies do you usually get up and walk around the theatre for 10-15% of the movie? Let’s say you do decide to do that, out of a love of popcorn and movie posters, perhaps. If you did that, would you expect to understand the whole story? Okay, maybe if you are watching Harold and Kumar, but for anything else, you’ll be lost. So, please, get to class.
Being Prompt:
Get to class on time. Why does that matter? First, it sends the wrong message to your principal grader (that’s me). As much as we in the humanities would like you to believe that these courses are objective (at what time of day did the Battle of the Marne begin?), that is not entirely the case. If you send your principal grader the message that you don’t mind missing the first few minutes and disturbing others in the class, don’t expect to be given the benefit of the doubt when the tests and papers roll around. Does that sound mean? It’s not meant to, but just remember, your actions send signals. Being late also means that someone who already has everything out and is ready and is involved in the discussion has to stop, move everything over, get out of the chair to let you by, pick up the pencil you drop, let you borrow paper, run to the bathroom because you spilled the coffee, and so on. It’s rude. There’s an old saying: better two hours early than two minutes late. Old sayings are good.
So, what are the consequences of persistent tardiness? What do you think they should be? Remember that 10% participation? You are eligible for that grade if you are on time. Get here on time. And no, I’m not the jackass who watches for you to be late that one time and stands at the door and points in your face. If you are late a few (that means three)times, you will lose the entire 10% participation grade. One time tardiness is not a problem precisely because it is not persistent. It’s an accident; maybe Poopsie turned off your alarm.
The Unforgivable Curse:
Speaking of one time issues, there is something that is so severe, so awful, that if it happens one time, just one time, no warning, no “oh hey I noticed this and if you could stop it that’d be super,” you will automatically lose all 10 percent of the Participation grade. Any guesses? C’mon, you must have some idea. No, it’s not your telephone ringing. If that happens, it’ll just be slightly funny and we’ll move on. It’s a mistake and not intentional, and the increased heart rate and extra sweat on your brow from you diving headfirst into an overstuffed book bag to find a buried phone that is now playing that new Cristina Aguilera ringtone is punishment enough for you. So, what is it, this unforgivable crime? Texting. If you take out your phone one time to send or receive messages you will automatically lose 10% of your course grade. That means, if you receive a final grade of 85%, it will drop to 75%. If you receive a final grade of 75%, it will become a 65%. Why is that? The phone ringing is an accident. Texting is on purpose and is rude. It, in fact, is beyond rude. It wreaks of the worst of our current society. It bespeaks the absolutely vile desire we all have to never separate from our technological tether for even a moment. It sends your fellow classmates and your teacher the signal that you have better things to do. Checking your phone during class is like listening to a friend’s story and right in the middle turning away and talking to someone else. Plus, the way our brains work, you need to fully immerse yourself, to tune your brain into an optimal, flowing machine (see Mihaly Csikszentmihalyi’s incredible book Flow) that can grasp and can let itself go. Students now tend to see school as a stopover on their way to a career. Brothers and sisters, that’s deadly! I wish that I could pay for you all to quit your jobs and just focus on the mind. I can’t yet do that, but if I could I would, because it’d be worth every penny. Devoting time to the mind and to thinking deeply about your world will change who you are and how you approach your future, your family, your job, and your everything. Is that overstated? I believe it to be true. So, until my stock choices really take off so that I can pay all of your bills, promise me one thing. When you are in class or preparing for class, you have to be fully here. Oh crap, now it’s going to sound like a hippy professor from the 1960s: “I mean, like, be here man, just be here.” Maybe the hippies were on to something. Devote yourself fully to your classes by unplugging from the outside world for awhile.
Class Climate:
No, I don’t mean whether it’s going to rain in here or not. Sometimes I’ll lecture at you, but even then, your participation is vital. How can you participate when someone is lecturing? Any ideas? Turn to a neighbor and tell them the story of your first day at school in kindergarten. Now, if you are the one listening to the story, right in the middle look away, look at your watch, sneer at them, roll your eyes, yawn, wave to someone across the room, nudge a person next to you and tell them a joke, all while the other person is telling about his or her first day of kindergarten. If this happens in social setting we call it rude, and we call the people who listen in that way jackasses. They are not our friends precisely because we deeply value listening and do not put up with those who do not listen well. Right? So, there will be lecturing, and if you abhor what we are doing, then fake it. I used to do that sometimes too: “oh no, professor, I love hearing you talk about President Reagan’s policies of supply side economics.” If we listen to psychologists, by faking interest you’ll be learning much more than if you show your disinterest. The next time you are sad force yourself to smile and you’ll see what I mean. So, sometimes there will be lecture. At other times there will be discussion of short readings that we do in class. During these times, it’s crucial that you do the silly little exercises: turn to a neighbor; find someone you don’t know and discuss this or that; explain to your friend what we just went over in lecture; pick something from the reading to disagree with; find two people on the other side of the room; throw cash at your professor…ok, maybe not that last one. This class is a bit unique in that it violates the normally accepted activity systems of college history classrooms. What we do in discussion will help solidify the concepts of each section of this course in your brain. If you are active in class, you will have to study less, and you’ll find yourself remembering much more.
Reading:
How many of you love reading? I did not read a book until I was 18, so if you have not yet started your journey on this ever widening path, it’s never too late. In any course, there’s no substitute for reading. Theorist Jim Moffett says that “all real writing happens from plentitude,” meaning that you can only really write well about someone once you know about it. Reading is one way to know—not the only, by any means! I want you to have experiences with great texts. I can show you voluminous research proving why you nee to read more, but then if I assign a stupid, long, expensive textbook you probably will end up not reading, or only reading to have the reading done, something we have all done, right? The economy now requires much higher literacy rates (see The World is Flat), and even though reading levels have not gone down in the last 40 years, it is crucial that you start to push your own reading so that your own literacy level goes up. For these ten weeks, diving wholeheartedly into the course reading is vital. Remember to read in a particular way. As reading expert and UCSB professor Sheridan Blau has argued, “reading is as much a process of text production as writing is.” Reading involves revision? Does that sound silly? As you read, think about the different ways that you understand what you read. Most importantly, when you read, think about the words of E.D. Hirsch, who says that we look at what a text says (reading), what it means (interpretation), and why it matters (criticism). Hey, but if you are in a history course, aren’t you supposed to be reading for exactly the number of miles of trenches that were dug in World War One, how many railroad workers died from 1890 to 1917, or what the causes of the Great Depression were? Anyway, the answer is yes and no. There are two types of reading that you’ll do in college. As the literary goddess theorist Louise Rosenblatt explains, there is aesthetic reading, where you are reading to have an experience with the text, and there is efferent reading, where you are reading to take away information from the text. You do both types all the time. Think about a phone book. You have probably never heard someone say of a phone book, “don’t tell me about it, I want to read it for myself.” Reading a phone book is purely efferent. In this course you will practice both types of reading. I have chosen texts that you can enjoy (aesthetic) and that you can learn from(efferent). I want to see and appreciate the detail in our reading, but in this course I’ll give you that detail in class lectures. In the reading, it’s much more important that you read texts that will live with you forever and to inspire you to think more thoroughly about your world. As you read, you should be working hard to create meaning for yourself. As Rosenblatt asserts, “taking someone else’s interpretation as your own is like having someone else eat your dinner for you.” Please, don’t let the numbskulls as wikipedia or sparknotes eat your dinner for you.
Participation: You do not need to be the person who speaks out the most, asks the most questions, or comes up with the most brilliant historical arguments to receive credit in participation. If you are in class and on time, discuss the issues that we raise, avoid the temptation to nod off, to leave early, or to text people during class (the three easiest ways to lose credit), and in general act like you care, then you will receive a good participation grade!
Academic Honesty
You are responsible for knowing all college policies about academic honesty. Any student who plagiarizes any part of his or her papers may receive an “F” in the course and a letter to the Dean.
Course Schedule:
9/14 Intro/Pre-Columbian Americas
9/16 “Discovery” and Exploration/Early Colonies
9/21 Early Colonies
9/23 Great Awakening/American Enlightenment
9/28 Mid-Century Challenges
9/30 Benjamin Franklin/The Autobiography of Benjamin Franklin Due
10/5 Revolutionary War
10/7 The Constitution
10/12 Early National Period
10/14 MIDTERM EXAM: Bring a Blue Book/Assign Celia Essay
10/19 FURLOUGH DAY
10/21 War of 1812 to 1820/Early Industrialism
10/26 The World of Andrew Jackson/Cherokee Removal Debate Prep
10/28 Cherokee Removal Debate
11/2 “Secret Life of a Developing Country”
11/4 “Cycles of Distrust”—Sectionalism/Celia Reading Due
11/9 War with Mexico and other Western Issues/Celia Essay Due
11/11 Campus Closed: Veteran’s Day
11/16 Civil War/Gettysburg Address/LAST DAY OF CLASS
11/20 Last Day of Class
FINAL EXAM: Monday, Nov. 23, 8-10:30pm
REMEMBER, although this syllabus is the “law” of the class, I reserve the right to change it at any time to suit the particular needs of our class. If I must do so, it will always be in your best interest, and I’ll always advise you as soon as possible.
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